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This Concept Map, created with IHMC CmapTools, has information related to: volunteering forest lake, WHY/RATIONALE /ASSUMPTIONS /ASSERTIONS How we reinvigorate and replace the ageing volunteer emergency workforce and get young people to step up will be a key challenge. PERMEATING ATTITUDES ‘don’t worry,someone else will come and get you and fix the damage. our workforce of emergency volunteers will always be there to manage all hazards 500,000 volunteersin Australia. male,average age 47 years, very few from Asian, Eastern European, Middle Eastern or indigenous backgrounds. Fewer people step up to the plate, if we had to pay the volunteers, = $12 billion a year, IDENTIFY CORE LEADERS WITH AUTHORITY AND RESPONSIBILITY TO DELIVER IDENTIFIED OUTCOMES INITIAL PARTNERSHIP MEETING SCHOOL LEADERS, 47 students from Forest lake SHS; forest lake College and Glenala SHS WITH A CERT 2 IN volunteering ???? x signed mou between schools Volunteerring QLD and Local community groups to enable on the job learning models, IDENTIFY CORE LEADERS WITH AUTHORITY AND RESPONSIBILITY TO DELIVER IDENTIFIED OUTCOMES INITIAL PARTNERSHIP MEETING GOVERNMENT AGENCIES, IDENTIFY CORE LEADERS WITH AUTHORITY AND RESPONSIBILITY TO DELIVER IDENTIFIED OUTCOMES INITIAL PARTNERSHIP MEETING PARENT GROUP, Value family and individual preparation THESE SEEM TO BE WITHIN A SCHOOL COMMUNITY CAPACITY TO ADD VALUE TO THE NATIONAL DISASTER REQUIREMENTS IN RELATION TO RESILIENCE SOME OUTCOMES WE MIGHT BE ABLE TO DELIVER, WHY/RATIONALE /ASSUMPTIONS /ASSERTIONS How we reinvigorate and replace the ageing volunteer emergency workforce and get young people to step up will be a key challenge. The concept of disaster resilience is characterised by its complexity, interactivity and interconnectedness, while traditional policy thinking often addresses challenges by following a linear and reductionist process, working from problem to solution within tightly defined conceptual models, FOCUS /DEFINITIONAL ISSUES congruence with school definitions of resilience RESILIENT COMMUNITIES resilience tends to be used to either mean a capacity to ‘bounce back’ or, more conservatively, a tendency to resist change. The Australian Journal of Emergency Management Volume 25, No. 3, July 2010, FOCUS /DEFINITIONAL ISSUES congruence with school definitions of resilience ????, Value family and individual preparation THESE SEEM TO BE WITHIN A SCHOOL COMMUNITY CAPACITY TO ADD VALUE TO THE NATIONAL DISASTER REQUIREMENTS IN RELATION TO RESILIENCE Build robust infrastructure, RESULTS WE WANT Shared goals We need some clever ideas to attract, retain, recognise ,replenish and protect the half a million Australians to maintain Australia’s world standard in volunteer effort Prevention: to hinder, deter and mitigate disasters, Preparedness: to protect our people, assets,from disaster events; and to establish, train and exercise arrangements to respond to, and recover from a disaster event. Response: to respond rapidly and decisively to a disaster event and manage its immediate consequences. Recovery: to return national and community life to normal as quickly as possible after a disaster event, through the restoration of social, economic, physical and environmental wellbeing., FOCUS /DEFINITIONAL ISSUES congruence with school definitions of resilience RESILIENT TEACHERS A study of teacher resilience in urban schools Journal of Instructional Psychology, March, 2004 by Janice H. Patterson, Loucrecia Collins, Gypsy Abbott "using energy productively to achieve school goals in the face of adverse conditions.", FOCUS /DEFINITIONAL ISSUES congruence with school definitions of resilience A resilient community has the capacity to withstand a disaster and its consequences, return to its pre-disaster state quickly and learn from the disaster experience to achieve higher levels of functioning. For individuals,it’s about the ability to function at a level far greater than expected given the individualsprevious experiences, Sustainable Infrastructure and Environment Practical Local Government Strategies Steve Gawler ICLEI Oceania 14 May 2010 consider the literature from resilient communities sustainable cities literature HOW WE CAN BRIDGE THE GAP, The capability to anticipate risk, limit impact, and bounce back rapidly through survival, adaptability, evolution, and growth in the face of turbulent change ???? ????, FOCUS /DEFINITIONAL ISSUES congruence with school definitions of resilience RESILIENT CHILDREN 1984, Garmezy, Masten, and Tellegen operationalized resilience in one of their earlier projects as, "manifestations of competence in children despite exposure to stressful events., HOW WE CAN BRIDGE THE GAP align effort to National FRAMEWORKS & GUIDELINES Australia’s disaster management FRAMEWORK • All-hazards approach: this requires consideration of non-hazard specific arrangements suitable for managing a large range of possible risks and emergencies, while establishing unique measures for specific hazards such as chemical spills where necessary. • Comprehensive approach: this requires consideration to be given to strategies across the prevention, preparedness, response and recovery spectrum. • All-agency approach: this specifies that all relevant agencies should be involved in disaster management, not just emergency responders, and that coordination of activities across agencies is required. • The prepared community: this requires the community to be engaged in risk management and contribute to their own risk reduction. A fundamental shift is required, however, in moving from a ‘need-to-know’ national security culture to a ‘need-to-share’ resilience culture to get the community fully engaged in understanding what our actual state of preparedness is, Value family and individual preparation THESE SEEM TO BE WITHIN A SCHOOL COMMUNITY CAPACITY TO ADD VALUE TO THE NATIONAL DISASTER REQUIREMENTS IN RELATION TO RESILIENCE POSSIBLE GUIDELINES Long term vision Establish clear leadership and coordination New governance through partnership Improved data and knowledge Rethink the role of the ADF Conduct realistic/no-notice exercises establish Management cycle Engage the media Factor in climate change Get down to business, 47 students from Forest lake SHS; forest lake College and Glenala SHS WITH A CERT 2 IN volunteering ???? a % of students replacing 47 year old males in the volunteering workforce, Value family and individual preparation THESE SEEM TO BE WITHIN A SCHOOL COMMUNITY CAPACITY TO ADD VALUE TO THE NATIONAL DISASTER REQUIREMENTS IN RELATION TO RESILIENCE Support volunteers